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the persistence of learning over time through the storage and retrieval of information |
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the processing of information into the memory system -- for example, by extracting meaning. |
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the retention of encoded information over time |
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the process of getting information out of memory storage |
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the immediate, very brief recording of sensory information in the memory system |
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activated memory that holds a few items briefly, such as the seven digits of a phone number while dialing, before the information is stored or fogotten |
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the relative permanent and limitless storehouse of the memory system. includes knowledge, skills, and experiences. |
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a newer understanding of short-term memory that focuses on conscious, active processing of incoming auditory and visual-spatial information, and of information retrieved from long-term memory. |
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1. absent mindedness - inattention to details leads to encoding failure. 2. transience - storage decay over time 3. Blocking - inaccessibility of stored information (tip of tongue effect) |
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1. Misattribution - confusing the source of information 2. suggestibility - the lingering effects of misinformation (leading questions, etc.) 3. Bias - belief-colored recollections |
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Persistence - unwanted memories (haunted by memories of sexual assault) |
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the disruptive effect of prior learning on the recall of new information |
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the disruptive effect of new learning on the recall of old information |
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in psychoanalytic theory, the basic defense mechanism that banishes from consciousness anxiety-arousing thoughts, feelings, and memories. |
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incorporating misleading information into one's memory of an event |
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attributing to the wrong source an event we have experienced, heard about, read about, or imagined. also called source missatribution. source amnesia, along with the misinformation effect, is at the heart of many false memories. |
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a method for assessing an individual's mental aptitudes and comparing them with those of others, using numerical scores. |
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mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations. |
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a general intelligence factor that, according to spearman and others, underlies specific mental abilities and is therefore measured by every task on an intelligence test |
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a statistical procedure that identifies clusters of related items called factors on a test; used to identify different dimensions of performance that underlie a person's total score |
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a condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing. |
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Gardner's Eight intelligences |
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1. linguistic 2. logical-mathematical 3. musical 4. spatial 5. bodily-kinesthetic 6. intrapersonal (self) 7. interpersonal (other people) 8. naturalist |
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Sternber's Three intelligences |
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1. Anayltical (academic problem solving) intelligence 2. creative intelligence 3. practical intelligence |
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the ability to produce novel and valuable ideas |
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the ability to perceive, understand, manage, and use emotions |
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a method for assessing an individual's mental aptitudes and comparing them with those of others, using numerical scores. |
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a measure of intelligence test performance devised by Binet; the chronological age that most typically corresponds to a given level of performance. thus, a child who does as well as the average 8 year old is said to have a mental age of 8 |
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the widely used american revision by Terman at stanford university of Binet's original intelligence test |
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first defined as the ratio of mental age to chronological age multiplied by 100. on contemporary intelligence tests, the average performance for a given age is assigned a score of 100 |
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a test designed to assess what a person has learned. |
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a test designed to predict a person's future performance; aptitude is the capacity to learn. |
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the most widely used intelligence test; contains verbal and performance subtests |
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defining meaningful scores by comparison with the performance of a pretested group |
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intelligence scores have been rising steadily. |
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the extent to which a test yields consistent results, as assessed by the consistency of scores on two halves of the test, or on retesting |
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the extent to which a test measures or predicts what it is supposed to |
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the extent to which a test samples the behavior that is of interest |
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the success with which a test predicts the behavior it is designed to predict; it is assessed by computing the correlation between test scores and the criterion behavior |
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a need or desire that energizes and directs behavior |
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a complex behavior that is rigidly patterned throughout a species and is unlearned |
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the idea that a physiological need creates an aroused tension state (a drive) that motivates an organism to satisfy the need |
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a tendency to maintain a balanced or constant internal state; the regulation of any aspect of body chemistry, such as blood glucose, around a particular level |
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a positive or negative environmental stimulus that motivates behavior |
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maslow's hierarchy of needs |
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physiological needs, safety, belongingness and love, esteem, self actualization |
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physiological arousal, expressive behaviors, and conscious experience |
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physiological response and the subjective experience of emotion |
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schachter singer two factor theory |
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be physically aroused and cognitively label the arousal |
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a response of the whole organism, involving physiological arousal, expressive behaviors, and conscious experience |
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adaption level phenomenon |
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our tendency to form judgments relative to a neutral level defined by our prior experience |
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the perception that one is worse off relative to those with whom one compares oneself |
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the process by which we perceive and respond to certain events, called stressors, that we appraise as threatening or challenging |
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General adaptation syndrome |
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selye's concept of the body's adaptive response to stress in three places - alarm, resistance, exhaustion |
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